Today is the tenth anniversary of my first foray into education advocacy. At the time I wondered if I was a teacher or a scapegoat because, in the midst of the Great Recession, it seemed as if educators were getting the blame for every single thing. Against this backdrop, the first merit pay/accountabaloney bill, SB6, was moving through the legislature and during lunch I scrawled these words on an Office Depot memo pad out of frustration the very same day I had proctored the FCAT.
Now that we stand on the precipice of another economic recession, and with COVID-19 forcing all of us online in a grand experiment that may fundamentally disrupt our education model forever, I cannot help but wonder what the future holds. As always, I am ever the optimist and a curious lifelong learner who sees a number of positive possibilities for what this pandemic can teach us all–most critically, the need for all stakeholders to lean on one another to help all of Florida’s children succeed.
The complete op-ed text is below. I wrote it as a “letter to the editor” and had no idea it would make the front page of the Opinion section in the Sunday edition of the now defunct Tampa Tribune. Only when my phone started ringing that morning did I realize it had been published. The picture above is the lone copy I saved and now hangs in 824.
Am I a teacher or a scapegoat?
I’ve been wondering about that a great deal lately. It seems that every society has them, usually commencing with the recognition of some societal ill.
In the past decade, that malady has become education–in particular, teachers. Apparently, we’re solely to blame.
The phrases “professional development,” “teacher effectiveness” and “teacher accountability” are harped on by pundits and politicians outside the profession.
In what other public-servant sector do we demand such accountability? Do we blame police officers for arriving at the scene of a crime too late? A firefighter for not saving a home from the flames?
Certainly, these public servants do their best. We don’t single them out as the lone variable when life goes awry.
Or how about accountability for our politicians who kowtow not to the demands of their constituents but to the dollars of lobbyists and special interests who truly run this “democracy”?
State Senator John Thrasher, sponsor of Senate Bill 6, is seeking to pile even more accountability on our shoulders while basing our performance as teachers on nothing more than statistics. Well, I have an interesting statistic of my own: 1.7 percent. As individual teachers (speaking of high school and one 50 minute class period), our students spend 1.7 percent of their time with each of us in one calendar year. If one were to include only waking hours, the number becomes 2.6 percent.
Taken from a collective standpoint, students spend 14 percent of their time in one year with the classroom (again, the number rises to 18 percent if we consider sleep).
Whether it is crime, dropouts, graduation, FCAT, reading proficiency or any other rate or percentage being pinned on our profession, the truth is we take 100 percent of the blame though we comprise only 14 percent of each student’s time.
It is time for accountability to be spread out evenly.
As teachers, we cannot control the 86 percent of the time our students are not within our classrooms or any other of the variables (COVID-19?). Accountability should begin with the student and be buttressed by the parent. It should continue with the teachers, guidance counselors and administrators while in school.
In a perfect world, accountability should be part of a continuum — an unbroken chain in which we all play a part. It is foolish and delusional for politicians and parents to believe we are a panacea for these social ills.
Real progress will begin when our society stops blaming and starts helping. Only through cooperation of all parties involved in the academic progress will it be possible to right the ship of education in the United States.
Senate Bill 6 is progressing in the Senate. I am urging all of you who care enough about our educational system, our collective dignity as professional educators and, most importantly, our students, to engage in your civic duty by writing or calling your state legislators and voicing your concerns about the bill becoming law.
Not much has changed in the decade since this was written. Educators have been put through the ringer in any number of ways, and taking our learning online will be a challenge for many for various reasons. The most essential thing to put at the forefront of our minds during this crisis, however, is our shared humanity. We are all human beings facing an exigent and existential threat, and if we are going to help our children succeed it will require the “continuum” I mentioned above, even if it doesn’t happen in the traditional confines of a classroom.
Stay safe and be healthy, everyone.
Teacher Voice 